![]() Moreover, how people pay compliments also interacts with other social and situational factors, such as gender, social distance, status differential, and regional differences (Yuan, 2002 Chen, 2010: Gao, 2020). The compliment people use in interactions thus provides a lens through which we can investigate the sociocultural values in a given speech community (Manes, 1983). Moreover, the implications of compliments become complicated when considering the cross-cultural differences regarding the norms of how and when to respond to compliments (see Chen, 2010, for a review of cross-cultural differences in compliment use). However, the meaning of compliments is multifaceted, and, in some instances, complimenting acts can also be face-threatening when listeners perceive them as evaluations or judgments. In other words, complimenting speech acts can be used as a positive politeness strategy to create solidarity between speakers (Holmes, 1988). 446) as “a speech act, which explicitly or implicitly attributes credit to someone other than the speaker, usually the person addressed, for some ‘good’ (possession, characteristic, skill, etc.), which the speaker and hearer positively value.” Thus, compliments can be used to accommodate the addressees’ positive face of being appreciated and respected, as in Brown and Levinson’s Politeness Theory ( 1987). A widely adopted definition for compliment research in linguistics is given by Holmes ( 1988, p. Directions for improving the experimental design and uncovering the possible confounding mechanisms were discussed to illuminate the multidimensional complexity of the cross-gender variations in the more nuanced speech traits, such as the use of intensifiers.Īs a common conversational practice in day-to-day interactions, compliments could be used strategically to convey positive sentiments (Holmes, 1988) and build interpersonal relationships (Mirivel & Fuller, 2018). ![]() In particular, girls at this age have developed the stereotype that boys tend to use language with a less prosocial sentiment for the manifestation of their “maleness”. In general, the findings support the presence of gender-differentiated language styles among pre-adolescent children. At the discourse-semantic level, a significantly low probability of positivity was demonstrated in girls’ imitated compliments, according to the results of the logistic regression. The results show that, compared to lexical features such as lexical richness and word choices, discourse-pragmatic features are more prone to gender ideologies and exhibit style-shifting in children’s imitation of the opposite sex when addressing compliments. ![]() Machine learning algorithms were implemented to analyze the variations of language features at lexical, discourse-pragmatic, and discourse-semantic levels. Two types of oral discourse completion tasks were designed for the purpose, where twenty-five Mandarin-speaking children were instructed to pay compliments in a normal-speaking style and an imitated style of the opposite gender. The current study examines children’s gender schema regarding the language styles in compliments addressed to both the gendered self and others. ![]() As hypothesized by Bem (1981)’s Gender Schema Theory, individuals regulate themselves and their expectations towards others according to the gender norms in a community. ![]()
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